Educational for Sustainability

Code:

FEG4015

Acronym:

FEG4015

Keywords
Classification	Keyword
OFICIAL	General Education Training

Instance: 2020/2021 - 1S

Active?	Yes
Responsible unit:	Science Education Unit
Course/CS Responsible:	Master in Biology and Geology Teacher Education for Middle and Secondary Schools

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
M:EBG	10	Plano de Estudos M:EBG_2015_2016.	1	-	6	42	162
M:EFQ	3	Plano de Estudos M:EFQ_2015_2016	2	-	6	42	162

Teaching language

Portuguese

Objectives

 Módulo I 

- To know and identify the historical evolution of the concept of “Sustainable development” and Geoethics.
- To know the role of Education and Science teaching to 
- To report individual behaviors to solve global problems.
- To understand the dimensions of geoethics and its relations with Education for Sustainable Development.
- To be able to develop lesson plans regarding geoethics dilemmas to be presented to students from middle and secondary school according to a case-based methodology.


Module I

 -To identify key problems that result from unsustainability.
- To have a current and critical view of global impacts that affect human-environment interactions, related to fossil fuel and the possibility of using alternative energies.
- To be able to refer to some proposals that can support a presentation to students from middle and secondary school, related to the subjects studied in module I (case-based teaching)
- To be able to refer to some proposals that can support a presentation to students from middle and secondary school, related to the subjects studied in module I  (case-based teaching).

Module II

- To teach students the basic concepts of Green Chemistry.
-  To relate the role of Chemistry and Chemical Engineering in pursuing the development of an industrial culture that takes into account sustainability.
 - To be able to refer to some proposals that can support a presentation to students from middle and secondary school, related to the subjects studied in module I  (case-based teaching).


 Module III
- To raise awareness of Urban Ecosystems.
- To know some environmental impacts due to the intervention of man and natures.
- To know some aspects of the sustainable use of environmental resources.
 - To be able to refer to some proposals that can support a presentation to students from middle and secondary school, related to the subjects studied in module I  (case-based teaching).

Learning outcomes and competences

 

- To know the historical perspective of the concepts of  Education for Sustainable Development and Geoethics.

-  To recognize the values and principles of Geoethics

- To be able to integrate knowledge in their future professional practice.

- To develop citizen competencies to be participative and critical citizens.

 

 

Working method

Presencial

Program

Módulo I

Knowing historical identities and profiles of the evolution of the concepts of sustainable development and geoethics. Building an inclusive vision of the economic, social and environmental pillars of sustainable development. To know the values and principles of Geoethics. Explore the concept of Geoethics through the presentation of cases (eg: mining exploitation, natural hazards...)


Module II: 

 This module covers sequentially 2 topics within the components of economic and social sustainability. One of the learning outcomes of UC is to provide the student and future educator - and through it, the citizen – to get a minimum knowledge of the state of art in these areas allowing them to develop socially responsible procedures.

The energy sector: analysis of the overall situation.
Renewable energies: solar, wind, tidal and nuclear energies.

 

  Module III: 

 Some key concepts (and its contribution to sustainability, the principles of green chemistry, the role of chemistry and chemical engineering in the pursuit of sustainable development, materialization and dematerialization, energization and desenergization, reagents and waste and hazards to human health, to the environment and of chemical accident, degradability and removability of reagents and raw materials, life cycles. Some ideas of activities (safety in the laboratories, storage of reagents, waste management in laboratories, assessment of hazards of reagents used and replacement by green chemistry others less hazardous, microscale).

 

 Módulo IV: 

Presenting the national biodiversity highlighting the natural heritage. 
Explore the potentialities of urban ecosystems in a sustainable perspective.

 

Mandatory literature

Strauss, E.G.; Earth at the Crossroads: Understanding the Ecology of a Changing Planet., Chantilly, VA: The Teaching Company., 2009

Teaching methods and learning activities

Case-based teaching resorting to diverse strategies.

 

Evaluation Type

Evaluation with final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	20,00
Trabalho escrito	80,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	0,00
Total:	0,00

Eligibility for exams

Presentation of the individual work. Attendace is not compulsory. Students who do not attend at least 10 classes have to  meet with all teachers to prepare the individual work.

Calculation formula of final grade

80% of the written work
20% of its discussion.

Classification improvement

EXAM.

Observations

Bibliography

Modulo I

Vasconcelos, C. & Faria, J. (2017).  Case-Based Curricula Materials for Contextualized and Interdisciplinary Biology and Geology Learning  (pp.245-260). In Leite, L; Dourado, L; Afonso, A. & Morgado, S.  (Ed.)  (2017).  Contextualizing Teaching to Improving Learning: The case of Science and Geography. USA: Nova Science Publishers ISBN: 978-1-53611-869-8

Sites:

IAPG: http://www.geoethics.org

IAPG_PNS: http://www.fc.up.pt/iapg-pns/

 

Module II

 Renewable Energy – Power for a Sustainable Future. Godfrey Boyle; Oxford University Press, 2nd.ed. (2004).

Environmental science  demystified, Linda Williams.

The Science of sound,  Rossing Moore & Wheeler, Add son Wesley (2002).

 

Module III
Gabriela T. C. Ribeiro, Adélio A. S. C. Machado,; Novas Métricas Holísticas para Avaliação da verdura de Reacções de Síntese em Laboratório

Dominique A. Costa, M. Gabriela T. C. Ribeiro, Adélio A. S. C. Machado,; Uma Análise SWOT do Contexto CTSS das Atividades Laboratoriais do Ensino Secundário

Adélio A. S. C. Machado,; Química e Desenvolvimento sustentável - QV, QUIVES, QUISUS

Module IV

Dawson, J. (2010). Ecoaldeias. Novas Fronteiras para a Sustentabilidade. Águas Santas: Edições Sempre-em-Pé.

Gil, H. & Mota, R.F. (2006). Guião de Educação para a Sustentabilidade – Carta da Terra. Lisboa: Ministério da Educação.